14 • SCHOOL OF CONTINUING AND
PROFESSIONAL STUDIES
General Information
Thomas Jefferson envisioned that his University of Virginia would
prepare the young citizens of the Commonwealth and the nation to
pursue productive careers in public service, agriculture and commerce;
and for ninety years, students have pursued the ideal of higher education in the buildings that Jefferson designed almost 200 years ago.
In 1915, the University of Virginia organized a Bureau of Extension
to deliver its academic resources to people throughout the state in the
spirit of Jefferson’s “hope [that] the education of the common people
will be attended to.” Subsequently, the University added to its Statement of Purpose and Goals an injunction to provide public service
activities and continuing and professional studies programs of the
highest quality to the citizens of Virginia and the nation. Today, the
University of Virginia’s School of Continuing and Professional Studies
serves annually more than 30,000 individuals in credit and noncredit
courses of study, as well as conferences, seminars, and training programs. In all academic pursuits, the School has adhered to a standard
of lifelong learning, established first by Jefferson’s notion of “education on the broad scale,” whereby adults vigorously attend to their education throughout their lives.
And yet, while maintaining “the broad scale” of learning, the School
of Continuing and Professional Studies has not lost sight of the practicality necessary for education in the twenty-first century. The School
creates opportunities for adult students to learn about the most recent
advances in research and scholarship, in an environment conducive to
liberal learning, and from faculty members actively engaged in a
plethora of scholarly studies.
Through the School of Continuing and Professional Studies, University of Virginia faculty members share the results of their inquiries
and test the implications of their findings with a variety of individuals
from diverse personal backgrounds and career experiences. At the
same time, program participants broaden their knowledge and hone
such critical skills as strategic thinking and problem solving. Above all
else, the School aims to cultivate the highest quality of education balanced with the broadest sense of learning.
The School of Continuing and Professional Studies trains executives from business and industry, and professionals from many fields,
to respond quickly and successfully to the ever-changing challenges in
their work lives. Political and community leaders engage in focused
study of significant public policy issues, examine the problems facing
the institutions which they support or govern, and consider the
assumptions about quality of life and civic responsibility which guide
their communities.
Facilities
On Grounds
The administrative and central programming offices of the School
of Continuing and Professional Studies are housed in Zehmer Hall.
Zehmer Hall also functions as a nonresidential center for conferences,
seminars, workshops, and similar activities that the school conducts
throughout the year. In addition, University organizations and University-sponsored community groups use Zehmer Hall for meetings,
training programs, and other educational activities.
The School of Continuing and Professional Studies
Sondra F. Stallard, Dean
Zehmer Hall
104 Midmont Lane
P.O. Box 400764
Charlottesville, VA 22904-4764
9434) 982-5206
Fax: (434) 982-5550
Lynda J. Phillips-Madson
Associate Dean
(434) 982-5207
Fax: (434) 982-5550
Cynthia C. Reed
Associate Dean
(434) 982-5207
Fax: (434) 982-5550
Center for Executive Development
Director: Cynthia G. Orshek
(434) 982-5366
Fax: (434) 982-5369
Center for K-12 Education
Director and Assistant Dean: Nancy R. Iverson
(434) 243-2560
Fax: (434) 982-5297
Charlottesville Center
Director: Donna Klepper
(434) 982-5313
Fax: (434) 982-5324
Educational Technologies
Director: John Payne
(434) 982-5254
Fax: (434) 982-5270
Zehmer Hall Annex
106 Midmont Lane
P.O. Box 400764
Charlottesville, VA 22904-4764
Bachelor of Interdisciplinary Studies
Director: Donna Plasket
(434) 982-5274
Fax: (434) 982-5335
Tempo Reading Program
Director: Mary Abouzeid
(434) 924-0915
Fax: (434) 924-6339
Off Grounds
With the establishment of a Bureau of Extension in 1915, the University of Virginia demonstrated its commitment to continuing and
professional studies and began an organized effort to make its academic resources available to the citizens of the Commonwealth outside
Charlottesville. In 1920, the University opened its first extension office
in Richmond. Since that time, the School of Continuing and Professional Studies has created a unique network of regional academic program centers across the state, which assess and respond to the educational needs of Virginians in every city and county. These programs
supplement the academic offerings of local institutions of higher education with the variety of courses and level of instruction that a comprehensive university can offer.
The directors of these off-Grounds and programming centers and
offices organize, administer, and evaluate programs throughout their
geographic service areas, assisted by staff members who specialize in
programs for business and industry, education, government, the
humanities and social sciences.
Off-Grounds Centers include:
FBI Academy
Stephen J. Pryplesh, Assistant Dean
and Director
Quantico, VA 22135
(703) 632-1189
Fax: (703) 632-1187
School of Continuing and Professional Studies • 353
Hampton Roads Center
Richard E. Hoehlein, Director
418 Pembroke Four
Virginia Beach, VA 23462
(757) 552-1890
Fax: (757) 552-1898
Northern Virginia Center
Stephen D. Gladis, Assistant Dean Director
7054 Haycock Road
Falls Church, VA 22043
(703) 536-1100
Toll free in VA: (800) 678-4882
Fax: (703) 536-1111
Richmond Center
Gregory J. Pels, Director
7740 Shrader Road, Suite E
Richmond, VA 23228-2500
(434) 662-7464
Toll free in VA: (800) 323-4882
Fax: (434) 662-9827
Roanoke Center
Linda Linnartz, Director
108 N. Jefferson Street
Suite 507
Roanoke, VA 24106
(540) 767-6200
Toll free in VA: (800) 882-6753
Fax: (540) 767-6206
University of Virginia Programs at the Southwest Higher
Education Center
Position Vacant
1 Partnership Circle
P. O. Box 1987
Abingdon, VA 24212
(276) 469-4012
Toll free in VA: (800) 792-3683
Fax: (276) 469-4009
General Regulations
Admission Application for admission to the School of Continuing
and Professional Studies’ courses and programs should be made at the
center or program office where the student plans to study, or at the
School of Continuing and Professional Studies’ main office in Zehmer Hall.
Academic Grievances Students who have a grievance with a faculty member, continuing and professional studies center or program
office director, or dean are invited to discuss their grievance in the following manner:
1. Concerns related to a faculty member that cannot be resolved
between the two parties should be discussed with the School of
Continuing and Professional Studies center or program director.
2. If the concern is related to the School of Continuing and Professional Studies center or program director, the grievance should be
filed with the Dean of the School of Continuing and Professional
Studies or the dean’s representative.
3. If the concern is related to the Dean of the School of Continuing
and Professional Studies, the grievance should be filed with the
Vice President and Provost.
4. If the concern is related to the Vice President and Provost, appropriate documentation should be presented in writing to the President of the University.
Academic Progress Students should consult the policies for satisfactory progress from the school offering the program in which they
are enrolled. Generally, a grade of B- is considered the lowest satisfactory grade for graduate credit leading to a degree. Students with a
grade-point average below 3.0 are not considered to be making satisfactory progress.
Add/Drop The dates by which students may add or drop a course
are established each academic year by the School of Continuing and
Professional Studies centers and program offices. These dates may differ by center. Students should consult their center’s catalogs and program brochures to determine the deadlines for adding or dropping
courses. After the last date for dropping a course, students must officially withdraw if they want to end their enrollment in a course.
Application of Courses to Degree Programs With the
approval of the student's school of enrollment, a course taken through
the School of Continuing and Professional Studies may be counted
toward degree requirements. These courses would typically be
included in the computation of grade point averages. Approval is
required in advance; otherwise such courses will not apply toward a
degree.
Attendance Instructors may establish attendance and participation requirements for each of their courses. Such course requirements
as examinations, oral presentations, laboratory experiments, participation in class discussion, and the like are in no sense waived because
of a student’s absence from class. Instructors may establish penalties
when excessive absences seriously hinder achievement in any course.
Auditors Students who wish to enroll in credit courses without
receiving degree credit may do so on a space available basis with the
permission of the center or program office director by registering as
auditors and paying the same tuition and fees as credit students.
Credit or audit status must be indicated at the time of registration.
Admission requirements are the same for auditors as for credit students. An AU (audit) cannot be changed to a letter grade. Auditing a
class does not relieve the student of the responsibility of meeting the
standards which the instructor has established for the course.
Continuing Education Unit Many noncredit activities are designated as Continuing Education Unit (CEU) programs. One CEU is
defined as 10 contact hours of participation in an organized educational experience under responsible sponsorship, capable direction,
and qualified instruction.
The university registrar permanently records the successful participation in programs that have been authorized to award CEUs. Individuals may request a copy of their record from the Office of the University Registrar, University of Virginia, P.O. Box 400203, Charlottesville,
VA 22904-4203.
Course Load Each school at the University has established a
minimum and maximum number of credits for which students are
normally expected to register. Registration for fewer credits than the
minimum or more credits than the maximum requires special permission from the appropriate dean’s office. Students who register for
fewer than their school’s minimum number of credits have a notation
placed on their academic records indicating that they were enrolled for
a reduced course load during that semester.
Special permission is required for students to enroll through the
School of Continuing and Professional Studies for more than 12 credits
per semester.
Grades At the graduate level, each school determines its own
grading system. Graduate courses that are part of a degree program
follow the grading system of the school awarding the degree.
In addition to its own graduate-level professional development and
certificate program courses, the School of Continuing and Professional
Studies offers graduate courses from other schools of the University.
Although offered through the School of Continuing and Professional
Studies, these courses follow the grading system of their associated
schools, as outlined in each school’s chapter of the Graduate Record.
Courses carrying a School of Continuing and Professional Studies
mnemonic use the following grading system: A+, A, A-; B+, B, B-; C+,
C, C-; D+, D, D-; F. The lowest grade that can apply to a degree is B-.
For noncredit courses, grade notations are S/U (satisfactory/unsatisfactory). Students who audit courses receive the designation AU
(audit). The symbol W is used when a student officially withdraws
354 • Graduate Record 2003 - 2004
from a course before its completion.
Credit/No Credit Students enrolled in graduate degree programs
should consult with the dean of their school before selecting the
credit/no credit (CR/NC) grading option since restrictions may apply.
Students enrolled in courses for professional development may
select the CR/NC option. Courses taken with this grading option may
not be transferred into a degree program. The use of CR/NC in certificate programs is governed by the academic policies of the individual
program.
Grade Changes No grade for a course may be changed after it has
been submitted to the university registrar without the approval of the
dean of the school offering the course. That dean is authorized to
change a grade submitted to the university registrar when the course
instructor certifies in writing that, because of an error in calculation or
transcription, an incorrect grade had been previously submitted.
Incomplete Circumstances beyond a student’s control sometimes
arise that necessitate requesting an IN (incomplete) from the instructor. IN indicates that the grade for the course is being withheld until
the student completes all course requirements. The student must initiate the request for an IN, and the instructor must agree. The student
must complete and submit all course work to the instructor by the end
of the following semester, at which time the instructor replaces the IN
with a grade. An incomplete that is not removed by the conclusion of the
next semester will be converted to a grade of F (failure). Only course
instructors may remove incompletes. Students with an incomplete pending are not awarded a degree or certificate.
Students who receive an IN (incomplete) or an F (failure) in any
course cannot enroll in another course unless the Dean of the School of
Continuing and Professional Studies grants permission.
No Grade On occasion, an instructor awards an NG (no grade) to a
student at the conclusion of a course. Unless the student eliminates the
conditions that resulted in the NG by the conclusion of the next consecutive semester, it is automatically converted to a grade of F (failure). No
student with an NG pending is eligible to receive a degree or certificate.
Honor System The Honor System is one of the University’s oldest
and most venerated traditions. Based on the fundamental assumption
that anyone who enrolls at the University subscribes to a code of ethics
forbidding lying, cheating, and stealing, the Honor System allows students the kind of personal freedom possible only in an environment
where respect and trust are assumed. For nearly 160 years, students have
administered this system at the University.
Although the Honor System applies to students enrolled in courses
and programs through the School of Continuing and Professional
Studies at off-Grounds locations as it does to students on Grounds,
some procedures for administration of the system to continuing and
professional studies students differ from those governing regular fulltime students. Off-Grounds students may consult with the School of
Continuing and Professional Studies regional center in their area for a
copy of the Honor Committee bylaws.
Leave of Absence Graduate students enrolled in professional
development or degree programs offered by the School of Continuing
and Professional Studies may voluntarily request a leave of absence
from the University at the end of any semester for up to three semesters. Students should recognize, however, that taking a voluntary leave
of absence does not alter time limitations for the completion of their
degree. Students who wish to take leave for longer than three semesters must provide written notification to the director of the center or
program office in which they are enrolled. If students do not notify the
director in writing and do not re-enroll for three semesters, they will
be required to reapply for admission to the program.
Repeated Courses Students may repeat courses for credit only
after receiving the permission of their dean’s office. The grade initially
earned in the course appears on the official academic record and
counts in the calculation of the grade point average. Regulations
applying to repeated courses may vary by school and are detailed in
each school’s chapter of this Record.
Suspended Students Individuals who have been suspended from
the University of Virginia or from any other college or university are not
eligible to enroll through the School of Continuing and Professional
Studies as long as the suspension remains in force.
Teacher Relicensure Teachers and school administrators who
wish to take courses or professional development offerings for relicensure may register without submitting academic transcripts. Individuals
seeking relicensure are responsible for determining the acceptability of
such courses or professional development programs by consulting with
their school/division superintendent or the Virginia Department of Education.
Transcripts The university registrar records the credit for University courses taught at the School of Continuing and Professional Studies
centers. Transcripts are available from the registrar’s office in Carruthers
Hall for a fee of $4.00.
Transfer of Credit Students wishing to transfer credit from the
School of Continuing and Professional Studies to another educational
institution should consult that institution as to the acceptability of the
courses and their credit prior to registering with the School of Continuing and Professional Studies.
Students interested in transferring courses into an SCPS credit certificate program are generally allowed to transfer a maximum of six credits.
Course work must not be older than eight years, have been completed at
an accredited college or university, and the student must have earned at
least a "C" in the courses. Transfer credit determinations are made by the
individual centers. Courses for which transfer credit has been awarded
will not appear on the student's transcript until the completion of the
certificate program. No transfer credit is allowed in the certificates of
Technology Leadership, Information Technology, and E-Commerce.
Withdrawal Students enrolled in a graduate degree program
should refer to the withdrawal policy of the school awarding the
degree.
Students enrolled in graduate courses for professional development, certificate programs, or as community scholars may withdraw
under the following conditions:
1. Students make written application to withdraw to the director of
the regional or programming center in which they are enrolled at
least three class sessions before the last scheduled meeting of the
course.
2. Withdrawal from a course without the proper approval of a written
application to withdraw results in students receiving a grade of F.
3. Students receive the notation of W for any course from which they
withdraw. A notation of W cannot be changed to a letter grade or
an incomplete.
Tuition, Fees, and Refunds
Tuition
(per credit hour unless otherwise indicated)
Graduate Degree Programs
Virginian
$220
Non-Virginian
$360
Graduate Degree Programs-Northern Virginia
Virginian
$220
Non-Virginian
$360
Bachelor of Interdisciplinary Studies Degree Program
Virginian
1-3 credit hours
$820
4-8 credit hours
$1,660
9 or more credit hours
$2,473
Non-Virginian
School of Continuing and Professional Studies • 355
1-3 credit hours
4-8 credit hours
9 or more credit hours
$3,217
$6,434
$9,654
Certificate and Professional Programs,
Undergraduate and Graduate
Virginian
$200
Non-Virginian
$331
Certificate and Professional Programs, Undergraduate
and Graduate-Northern Virginia
Virginian
$200
Non-Virginian
$331
Non-degree Programs, Undergraduate
Virginian
$160
Non-Virginian
$314
Non-degree Programs, Graduate
Virginian
Non-Virginian
$200
$331
Citizen Scholar Programs
Virginian
Non-Virginian
$225
$991
K-12 Educators
Virginian
Non-Virginian
$165
$282
Graduate Televised Engineering
Virginian
Non-Virginian
$304
$576
Graduate Televised Engineering- Northern Virginia
Virginian
$304
Non-Virginian
$576
Music Lessons (13 one-hour sessions)$630
Fees
Bachelor of Interdisciplinary Studies
Degree Program Special Session fee
(per semester)
$79
Late registration fee
$25
Programs offered by the School of Continuing and Professional Studies
have varying policies regarding refunds. A separate policy applies to
the Community Scholar Program. Please refer to course description,
special brochures, and regional Center course catalogs for details. The
following general policy on refunds applies, except as otherwise indicated.
All requests for refunds must be made in writing to the School of
Continuing and Professional Studies center or program office director
(or at the Northern Virginia Center, addressed to the Deputy Director).
The data of the postmark, FAX, e-mail date stamp, or in-person written request determines the amount of any refund. Refund of registration fees paid by credit card will be credited to that credit card
account, and the request for refund should include the number of the
account from which the fee was paid.
Notice to an instructor or sponsoring agency does not constitute an
official request to withdraw from a class and to receive a refund.
Refunds are calculated according to the following considerations:
1. Refunds are granted automatically when a scheduled course is canceled.
2. A full refund of tuition less a $12 processing fee is granted if the
student withdraws prior to the first class meeting. Books will be
refunded up to the first drop period as determined by the School of
Continuing and Professional Studies center. The refund is only
effective if books are in new condition and the decision will be left
to the discretion of the School of Continuing and Professional Studies center. Fees will be refunded on the same prorated basis as
tuition.
3. After the first class meeting and before the second class meeting,
80% of tuition will be refunded.
4. After the second class meeting and before the third class meeting, a
refund of 60% of tuition will be granted.
5. No refunds will be granted after the third class meeting.
For credit and noncredit courses of three to nine sessions:
· A full refund of tuition less a $12 processing fee is granted if the
student withdraws prior to the first class meeting.
· 80% of the tuition will be refunded between the first and second
classes.
· No refund will be granted after the second class meeting.
For courses of one or two sessions:
· A full refund of tuition less a $12 processing fee is granted if the
student withdraws one week prior to the first class meeting.
Refund Policy for Online Courses
Application fee for Bachelor of
Interdisciplinary Studies
$40
Application fee for Certificate and
Special Programs
$25
Change course fee
$12
Facilities fee, Northern Virginia Center
(per credit hour and per non-credit
course)
$15
Transcript fee
$4
Late exam fee
$10
Technology fee (per credit hour)
Refunds
$4
Other miscellaneous fees, as established, to recover expenses, such
as laboratory, materials, etc., on the basis of estimated cost.
Refunds are granted automatically when a scheduled class is cancelled. For credit and noncredit courses on the Internet, the amount of
the refund is made on the following basis:
1. Before the “Registration Ends” date listed in the “Current Offerings” section, full refund of tuition less a $12 processing fee.
2. After the "Registration Ends" date listed in the "Current Offerings"
section, NO REFUNDS for any reason.
3. All requests for drops or withdrawals must be done in writing from
the student’s home page before the “Registration Ends” date. After
that date, please send any requests for withdrawals to
[email protected]. Notifying an instructor or sponsoring
agency does not constitute an official request to withdraw from a
class. If you do not officially withdraw from a class, you will receive
a grade of “F”.
4. It is strongly advised that you log on to be sure that you have no
hardware problems or firewall issues that will prevent you from
taking this course. If you do not resolve any such issues prior to the
“Registration Ends” date listed in the “Current Offerings” section,
no refunds will be granted after that date.
356 • Graduate Record 2003 - 2004
Graduate Degree Programs
Graduate degree programs offered through the School of Continuing and Professional Studies address the needs of adult students at
convenient locations throughout the state.
The School of Continuing and Professional Studies faculty work
with their counterparts in other schools of the University to design and
deliver these off-Grounds degree programs. The degree-granting
schools determine the admission criteria, course content, and degree
requirements. University of Virginia libraries provide library resources
through the office of the Coordinator, School of Continuing and Professional Studies Library Services.
Students seeking to transfer course credits earned through the
School of Continuing and Professional Studies to a degree program at
another institution of higher education should consult with the appropriate individuals at that school to ensure that the credit will be
accepted.
Certificate Programs
The School of Continuing and Professional Studies offers a number
of programs in specialized fields of business, education, and other professions that lead to the award of certificates. Most certificate programs require 10-30 credit hours of instruction or an equivalent number of contact hours.
Admission requirements for certificate programs vary but are usually based on a written application, an interview with the program’s
developer, and an evaluation of the applicant’s work experience, educational goals, and potential for performing satisfactorily in relevant
courses. Applicants may be required to provide transcripts of previous
academic activity. Persons interested in a certificate program should
first consult with the program director to obtain specific admission
requirements.
Students in credit certificate programs must maintain an average
grade of C or better to continue in the program. Admission to a credit
certificate program does not in any way imply admission to the University for a degree program.
To be eligible to receive a certificate, persons enrolled in noncredit
and/or CEU certificate programs must progress satisfactorily in their
courses according to the opinion of the program’s director.
Persons interested in further information about certificate programs should contact the School of Continuing and Professional Studies regional center in their area.
School of Continuing and Professional Studies • 357
Certificate Program in Classroom
Technology Applications
The certificate in Classroom Technology
Applications is designed to teach educators to
become proficient users of technology in a
variety of classroom situations. All courses
are offered for graduate credit and vary from
general overview courses to more advanced
and content-specific courses. Each course can
be taken independently to meet a specific
need or as part of a series for a total of six
credits to obtain a certificate within a specific
concentration.
The productivity concentration provides
entry-level course work. A student can continue to study in either the curriculum or the
administration, training, and support concentration, but all of the more advanced courses
require that the student have a working
knowledge of word processing, databases,
spreadsheets, and telecommunication applications. In order to obtain additional certificates, students need to earn another six credits in their area of concentration.
The courses offered for this certificate are
available on a contract basis with school systems, held at the location of choice. By using
the hardware and software available inhouse, the content can be better tailored to
the needs of the teachers in that school system. Some regional centers offer these
courses on an open-enrollment basis if sufficient demand exists. Courses can be taught in
either the Macintosh or Windows platform
and are usually taught on a
satisfactory/unsatisfactory basis. Not all
courses are available each semester. Except in
extraordinary circumstances, requirements
for the Classroom Technology Applications
Certificate must be completed no later than
four years following the beginning of course
work. The certificate is offered at all School of
Continuing and Professional Studies regional
centers.
Required Courses (total of 6 hours):
Students must complete at least six credits to
earn a certificate in a specific concentration.
A Productivity concentration certificate (or a
working knowledge of this material) is
required before continuing into content-specific courses.
Course Descriptions
Productivity Concentration
EDLF 589A - (1)
Introduction to Educational
Technologies and the Virginia
Computer/Technology Standards
Introduction to using the computer as a tool
for instruction in the classroom. Studies the
basic technology terminology related to both
hardware and software through the use and
exploration of the system.
EDLF 589B - (1)
Word Processing in the Classroom
Equips teachers with basic word processing
skills for both administrative and instructional use. Covers formatting text, importing
graphics and text, and designing classroom
applications that stress problem-solving and
critical thinking in a variety of classroom settings.
EDLF 589C - (1)
Databases for Instruction
Equips teachers with basic database skills for
both administrative and instructional use.
Covers terminology and simple functions that
stress problem solving and critical thinking in
classroom settings.
EDLF 589D - (1)
Spreadsheets and Graphing
Equips teachers with basic spreadsheet and
graphing skills for both administrative and
instructional use. Covers terminology and
simple functions that stress problem solving
and critical thinking in classroom settings.
EDLF 589E - (1)
Electronic Resources and
Presentation Tools
Introduces electronic sources of information
and presentation software for communication. Emphasizes the use of CD-ROM, laser
disc, and Internet resources, search techniques, evaluation of resources, and ethical
and legal issues of using these sources in the
classroom.
EDLF 589F - (1)
Tools for Creating Internet Information
Introduces graphics production and multimedia software for communication. Emphasizes
drawing and painting programs, multimedia
production programs, and Web page creation.
EDLF 589G - (1)
Telecommunications Applications in
the Classroom
Introduces telecommunications as a tool to
support classroom instruction. Includes the
use of Virginia’s PEN, Internet resources,
designing lessons utilizing telecommunications applications, and ethical and legal
issues.
EDLF 589N - (1)
Graphing Calculators in the Classroom
Enables secondary mathematics or science
teachers to attain proficiency levels using the
TI-83 graphing calculators and the TI-Ranger
(or CBL) both personally and as an instructional tool in the classroom.
EDLF 589R - (1)
Digital Image Collection,
Manipulation, and Integration
Includes the acquisition of digital camera and
scanning skills, digital image manipulation,
graphic design, and integrating digital images
into electronic documents and other computer software applications for instructional
use.
EDLF 589T - (1)
E-Communication: Enhancing Connections Between Parents and Educators
Effective home/school communication leads
to greater benefits for pupils. Includes
exploring electronic solutions that enhance
communication between parents and educators.
Curriculum Concentration
EDLF 589I - (1)
Integrating Computer Technology into
the Classroom: Design, Management,
and Software Selection
Designed for computer literate teachers, the
course combines the principles of instructional design with skills for technology integration. Explores current research models for
planning and technology integration.
EDLF 589J - (1-3)
Technology Across the Curriculum: K-5
Math, Language, Arts, Science,and
Social Studies
Explores ways that various computer applications can enhance K-5 math lessons using
word processing, spreadsheets, databases, the
Internet, draw programs, and HyperStudio.
EDLF 589K - (1-3)
Technology and Literacy
A hands-on workshop in using technological
and Internet resources for teaching literacy
skills. Intended to develop a definition of critical, interpretive literacy for the twenty-first
century. Includes the essential elements of literacy, software for teaching reading, diagnostic tools, and project-based learning
approaches.
EDIS 589O - (3)
Teaching and Learning Algebra:
Meeting the Challenge of Algebra for
Everyone
Provides teachers with content and strategies
for teaching Algebra I that goes beyond traditional techniques to meet the needs of all students. Utilizes problem-solving activities and
real-world applications using computers,
graphing calculators, CBLs, and manipulatives.
EDIS 589X - (3)
Teaching Algebra for Success (on-line
version of Algebra Course)
This course is designed to reinforce and
deepen one's knowledge and understanding
of the organizing topics of algebra as presented in the Virginia SOLs.
EDLF 589Q - (1-3)
Technology-Based SOL Lesson
Plan Development
Exposes the leading ideas, lesson plans, and
resources in the field of educational technology. Surveys instructional design methodologies and examines existing K-12 instructional
applications utilizing spreadsheets, databases, word processing, presentation tools,
and the Internet. Includes specific content
area technologies and software applications.
EDLF 589L - (1)
The Writing Process: SOL Integration
Explores the use of technology to teach the
writing process with special emphasis on the
integration of components and skills evaluated by the Virginia Standards of Learning.
EDLF 589M - (3)
Technology-Based SOL Lesson
Plan Development
Designed to combine principles of web page
358 • Graduate Record 2003 - 2004
design with skills for finding and integrating
instructional applications of the Internet.
EDLF 589W - (3)
Using and Creating Web-Based Lessons
Explores the concept of web-based lessons by
researching and evaluating existing
WebQuests posted on the Internet and then
learning to create a lesson that engages students in higher order thinking and cooperative learning through an inquiry-based problem solving approach.
Administration, Support, and Training Concentration
EDLF 589H - (1)
Management of Technology Resources
Provides the experienced technology user
with additional skills in the purchase, design,
maintenance, and management of school
resources. Intended for computer coordinators, library media specialists, or others
responsible for the overall maintenance of the
school program. Emphasizes advanced troubleshooting techniques for microcomputers
and peripheral devices and advanced features
of system and network software on the chosen platform.
Refer to the University of Virginia Undergraduate Record for a complete listing and
description of other courses offered in this
program.
Course Descriptions
CJ 501 - (3) (Y)
Human Behavior in Organizations
Advanced course focusing on changing patterns of behavior in organizations. Identifies
problem areas, how structural relationships
and leadership patterns influence the climate
of an agency, and how groups influence the
behavior of individuals within an organizational setting. Examines the methods and
strategies of organizational development with
the aim of increasing effectiveness and adaptation to change.
CJ 502 - (3) (Y)
Independent Study and Research
This graduate experience permits students to
work, under close faculty guidance, on individual research projects when particular
needs cannot be met by registration in regularly scheduled courses. Credit is determined
by the nature and scope of the project undertaken.
EDLF 589S - (1)
Prerequisites to Educational Networking
Provides a working knowledge of networks in
an educational setting. Covers basic hardware
configuration and system software essentials
in a laboratory environment.
CJ 503 - (3) (Y)
Executive Leadership
Analyzes the leadership role and process,
emphasizing the requirements and developmental needs for current and future leadership.
EDLF 589U - (1)
Technology Planning and Policy
Provides school-division technology decisionmakers with the skills necessary to design,
create, and evaluate effective technology
plans and policies. Surveys exemplary technology plans, acceptable use policies, evaluation rubrics, and leadership techniques to
encourage technology usage and integration
within the school environment.
CJ 507 - (3) (Y)
Managing Organizational Change and
Development
This seminar focuses on the effect of change
and development on the behavior of employees. It studies the nature of planned change,
methods of managing change, ways to diagnose changes and development, and ways to
implement change in police departments and
other organizations.
EDLF 589V - (1-3)
Designing and Implementing
Technology Training
This course is designed to help those responsible for school-based design and implementation of technology training understand the
key issues and potential obstacles.
CJ 514 - (3) (Y)
Violence in America
Encompasses a historical, contemporary, and
future perspective. Issues include the role of
weapons in American culture, patterns and
trends of violence, legitimate use of violence,
cultural differences and formulation of value
systems, relationship of drugs and violence,
and the role of women and the media. Examines research findings and discusses the role
of high technology in dealing with violence
and the future of violence in America. All students must bring with them a completed,
fully adjudicated case that can be used for
teaching and research purposes. The case
must exhibit some degree of violent behavior,
for example, hate-related homicide, suicide
by cops, serial murder, or serial sex offense.
Certificate Program in Criminal
Justice Education
A program in Criminal Justice Education is
offered at the FBI Academy in Quantico, Virginia, to students enrolled in the National
Academy Program. All students in this 10week program are required to complete a
minimum of 13 credits of academic work
(undergraduate and/or graduate) with at
least one course in each of the five following
areas: behavioral science; forensic science;
law enforcement communication; law; leadership development. Each student may elect
to take an additional one to three credits of
course work. Some of these courses are
offered to students sponsored by the FBI who
are not enrolled in the National Academy
Program.
CJ 516 - (3) (Y)
Crime Analysis, Futuristics and Law
Enforcement: The 21st Century
Seminar conducted at both the undergraduate and graduate level in which law enforcement managers are introduced to the study of
crime analysis and futures research and the
utility that each has for law enforcement
managers. Students will learn to utilize databases and mapping techniques to analyze
criminal activity and will be shown how to
forecast, manage, and create the future.
CJ517 – (3) (Y)
Managing Investigations of Death and
Sexual Offenses Using Investigative
Psychology
Course conducted at both the undergraduate
and graduate levels designed to equip law
enforcement managers and supervisors with
the unique skills, knowledge, and management techniques necessary for overseeing and
monitoring death, violent crimes, and sexually related investigations by applying behavior science research.
CJ 521 - (3) (Y)
Contemporary Issues in Law
Enforcement
Focuses on contemporary issues and leadership concerns in various areas of law enforcement, leadership and management, emphasizing problem solving and the systematic
development of improvement innovations.
CJ 522 – (3) (Y)
Seminar in Organizational
Communications for Law Enforcement
Executives
Highly interactive seminar designed to
explore communications systems within public and private organizations, with particular
focus on federal, state, and local law enforcement. Course will provide organizational
leaders with strategies and competencies
designed to promote a communicationsintensive work environment as well as hone
individual interpersonal communications
skills.
CJ 523 - (3) (Y)
Seminar in Media Relations for the
Law Enforcement Executive
Focuses on contemporary relations between
law enforcement and the news media.
Emphasizes the development of a proactive
versus reactive departmental media strategy
and the formation of effective media policy.
CJ 524 – (3) (Y)
Interviewing Strategies Through
Statement Analysis
Hands-on seminar provides a structured
method of examining verbal and written
statements of suspects, victims and witnesses.
Provides linguistic tools to assist investigator
in gaining insight to the speaker/writer and
in detecting areas of deception.
CJ 544 - (3) (Y)
Forensic Mitochondrial DNA Analysis
This course provides classroom and laboratory experience in the principles and procedures involved in typing mtDNA from evidentiary items such as hair, teeth, and bones.
Classroom instruction is focused on the
nature of mtDNA, molecular biology principles involved in the polymerase chain reaction (PCR) and sequencing, and legal issues
related to this technique. Discussions regarding scientific literature published in the area
School of Continuing and Professional Studies • 359
of forensic mtDNA analysis are also conducted. Laboratory procedures include DNA
extraction, PCR, quantification of amplified
products by capillary electrophoresis, and
automated sequencing. Computer-based
practice compiling sequences and database
searches using appropriate software is provided and moot court exercises are conducted.
CJ 560 - (3) (Y)
Violent Behavior: A Biopsychosocial
Approach
A graduate seminar geared toward the student with a general background and understanding of the basic principles of psychopathology and psychodynamics. Focuses
on behavioral analysis of crime scenes and
behavioral aspects of interviewing and interrogation. Enrollment is limited to 12 students, and each student is required to bring a
closed homicide or sex offense case.
Graduate Certificate Program in
E-Commerce
This nineteen credit hour program is
designed for professionals who wish to
expand their knowledge and stay abreast of
new developments in the e-commerce and ebusiness industry. Instruction focuses on
those who wish to either move their businesses into e-commerce or pursue a career
assisting others in e-commerce success. Discussions on successful business models, case
studies, strategic management, and e-business applications with a global focus will be
the core of each course. Students who complete all seven courses will receive the University of Virginia E-Commerce Certificate. This
program is offered at the Northern Virginia
center. Contact the center for specific information regarding admission, transfer credit,
and certificate completion requirements.
Required Courses (7): BUS 536, BUS 537,
BUS 538, BUS 539, BUS 540, BUS 541 and
BUS 542
Course Descriptions
BUS 536 - (3)
Introduction to E-Commerce
Explores the principal components and driving forces behind electronic commerce.
Develops an understanding of Internet business practices including key terms and concepts related to emerging technologies and
network architecture. Discussions analyze the
socio-economic and technical impact that ecommerce has on conducting business-tobusiness and business-to-consumer transactions in the global marketplace.
BUS 537 - (3)
Managing and Maintaining an
E-Commerce Website
Develops skills needed to manage and maintain a Web Site in this hands-on course that
takes one from the design stage through
online implementation. Teaches basic site
architecture, standards and protocols, the
role of databases, methods for capturing and
tracking customer data, how to register a
domain name, and writing content for the
Web.
BUS 538 - (3)
Web Marketing: Building
Awareness on the Internet
Examines the application of marketing principles and practices in an Internet environment. Identifies principles of marketing with
a Web-based focus. Topics include changing
marketing environments in an Internet society, marketing communications, management, company image, product/brand awareness, promotion and service information, eretail and online catalogs, and pre- and-postsales support.
BUS 539 - (3)
E-Commerce Law
The course focuses on maintaining organizational and consumer privacy, locating vulnerabilities, encryption methods, management of
intellectual property, and procedures for
secure web transactions.
BUS 540 - (3)
Financial Management for Web-based
Businesses
Examines basic financial management and
accounting techniques such as review of ebusiness P & L statements and balance
sheets, cash flow analysis, supply-chain management, and other rules of thumb. Topics
include a review of stock options and their
role as a tool for recruitment and retention of
employees, as well as a conceptual understanding of accounting and financial reporting for stock options.
BUS 541 - (3)
Strategic Management of E-Commerce
Technology
Expands on strategic management principles
in the context of e-commerce and the global
marketplace. Through discussions, analysis,
and case studies, students sharpen the skills
needed to manage innovation within their
companies by learning to develop and protect
e-business infrastructure, identify lucrative
business opportunities, execute implementation plans, and evaluate key success factors.
BUS 542 - (1)
Emerging Business Models in E-Commerce
This capstone course examines e-commerce
start-up success stories, effective business
models, and the innovative use of Internet
communications in business. Participants
plan, organize, coordinate, and evaluate ecommerce initiatives and make informed
decisions when implementing new strategies.
Graduate Certificate Program
in Technology Leadership
This program is designed to meet the training
needs of the next wave of technology leaders.
Developed for those working in today’s technically enhanced environment, the curriculum was designed by an advisory board composed of representatives from Lockheed Martin, SAIC, EDS, NASA, U.S. Department of
Treasury, and other industry leaders. The
program uses a team-management approach
and emphasizes problem-solving and deci-
sion-making skills. Courses are held at the
Northern Virginia center or on site at area
businesses and organizations via contract.
Required Courses (6): BUS 530, BUS 531,
BUS 532, BUS 353, BUS 534 and BUS 535
Course Descriptions
BUS 530 - (3)
Leadership in the Technology
Organization
Investigates the complex and rapidly changing nature of technology organizations.
Teaches the transition to management and
leadership roles, the importance of organizational vision and values, assessing and capitalizing on human resources, and managing
scarce resources in a technology organization.
BUS 531 - (3)
Financial Management
Examines how value is measured, created,
and maximized. Beginning with an introduction to accounting, instruction covers the fundamentals of measuring and reporting revenue, costs, cash flow, assets, liabilities, and
equity. Explores the financial decisions that
management must make, including break-even
analysis, budgeting, investment in assets, and
funding with debt equity.
BUS 532 - (3)
Communications and Team
Development
Today’s leaders must be skilled in both communicating with diverse audiences and
maintaining effective teams in order to succeed in a technology organization. Communications topics include addressing technical
and non-technical audiences using presentations, interpersonal skills, and writing skills.
Team development instruction focuses on
managing teams, identifying and understanding the leadership role, the importance
of shared leadership, product teams, and
team decision-making.
BUS 533 - (3)
Project Management in Technology
Organizations
Focusing on the IT industry, this course assists
participants in recognizing and acting upon the
essential elements in the project management
cycle. Sessions cover market research and
analysis, scheduling and time-lining, budget
development and management, performance
assessment, benchmarking, and project evaluation. Emphasizes leadership and team development skills.
BUS 534 - (3)
Employee Recruitment and
Development
Topics include recruitment in a tight labor
market, employee selection and incentives,
performance assessment, mentoring and
career planning, workforce diversity, understanding organizational change, and developing a learning organization.
360 • Graduate Record 2003- 2004
BUS 535 - (3)
Understanding Technology
Operations
Examines a number of topics that can have a
significant impact on the extent to which a
firm attains world class standards. Topics
include operations strategy, product/service
selection and design, business process
reengineering, capacity planning, quality
management, facility location and layout,
and supply chain management.
Graduate Certificate Program
in Information Security
Management (ISM)
Companies wishing to maintain their position
in Northern Virginia's digital economy have a
great need for skilled information security
managers. In response to this need, the University of Virginia's Northern Virginia Center
has developed a six-course graduate certificate program in Information Security Management (ISM). The ISM is designed to provide Dynamic Security Architecture; Creating
and Conducting a Security Audit; Threat
Assessment and Security Measures; and
Understanding Technology Used in an Open
Access Environment. The target audience for
the ISM program is managers from all educational backgrounds who have been charged
with overseeing the security function. Students from both the public and private sectors will benefit from this instruction that
emphasizes industry standards and emerging
technologies. The goal of the ISM program is
building the skills needed to manage the
information security function for commercial,
government, and non-profit enterprises.
security managers with the essential tools
needed to develop company standards, manage policies, and explore issues in the area of
internal and external threat management.
The curriculum reviews effective security
practices, explores methods in network security, and covers a variety of practical security
management measures.
Designed as a six-course, 18-credit program,
this graduate certificate consists of six
required courses:
Course Descriptions
BUS 502 - (3)
Security Policy Development and
Assessment
Effective security managers must know how
to develop a security policy that will be
adopted by all employees and supported by
executive management. This course examines the steps required in policy development including risk assessment, identification of internal and external threats, legal
and privacy issues, creating reports, and
escalation procedures. Related topics such as
access controls, security standards, and policy implementation are covered in depth.
BUS 503 - (3)
Designing Dynamic Security
Architecture
Students explore the basic building blocks
needed to implement a life-cycle security
system. Instruction focuses on how to analyze internal applications, computing platforms/network infrastructure, and corporate
objectives with an eye toward designing
flexible security architecture that is best
suited for the enterprise. Case studies are
used to illustrate key security architecture
concepts and methods. Visiting experts
from the field of ISM will enrich classroom
discussions.
BUS 504 - (3)
Creating and Conducting a Security Audit
Investigate the key role the information
security manager plays in designing and
conducting both limited and full-scale security audits. Students review the essential
components of a security audit and learn
how to integrate methodology with company
needs. The pitfalls connected with conducting a security audit are covered in full to
assure that best practices are incorporated
for effective results. Creating audit reports,
identifying areas of vulnerability, and
responding to third party audits are also
addressed. Case studies reviewing government and private audits are used to illustrate
course concepts.
BUS 505 - (3)
Threat Assessment and Security
Measures
The security manager must be equipped to
identify and protect against all forms of
internal and external threats. This computer
lab-based course examines common security
threats including hacker attacks, incursions,
backdoor programs, email borne viruses,
and the potential for internal sabotage. Students also learn how to anticipate and
respond to such threats using an arsenal of
security tools, appliances, and devices
including firewalls, intrusion detection systems, vulnerability assessment systems, single sign on, virtual private networks, and
authentication systems. Course work also
touches on implementing practical network
security measures including the importance
of hardening operating systems and critical
applications to eliminate vulnerabilities.
BUS 506 - (3)
Understanding Technology Used in an
Open Access Environment
Students develop an understanding of the
technology used to distribute information in
support of eBusiness and the security concerns inherent in an open access environment. Instruction surveys the technologies
that are key for backend integration (XML,
CORBA, DCOM and JavaBeans) and front
end deployment (HTML and Java). Course
work reviews the strengths and weaknesses
of common operating systems such as Windows NT, Linux, and Unix as well as the
risks versus benefits of deploying one system
over another. Communications concepts
such as TCP/IP, ISP delivery channels, and
wireless technology are discussed in detail.
Performance and security issues relative to
each technology introduced in this course
are discussed in depth.
Graduate Certificate Program
in Procurement and Contracts
Management
This certificate was developed in response to
the needs of procurement professionals who
already possess an undergraduate degree and
are interested in obtaining training at the
graduate level. Students wishing to complete
this certificate with no prior procurement and
contracting education or experience are
advised to enroll in PC 401 before beginning
the graduate level offerings. To complete this
certificate, students must complete six
required courses and two electives. In addition, prior to receiving their certificate, students must provide evidence of an undergraduate degree. Students without an undergraduate degree may take courses at the graduate level as electives within the undergraduate certificate.
Required Courses (6): PC 501, PC 502,
PC 503, PC 504, PC 506, PC 510
Electives (4): PC 505, PC 507, PC 508, PC
511, PC 512, PC 513
Course Descriptions
PC 501 - (3)
Procurement and Contracting
Principles and Administration
Prerequisites: PC 401 and PC 402 or equivalent.
Contract administration topics will be covered as well as some of the basics necessary
for contracts and acquisition personnel. Uses
many of the elements of both PC 401 and PC
402 and applies them to case studies.
PC 502 - (3)
Advanced Cost and Price Analysis
Prerequisite: PC 403.
This course concentrates on a primary feature
of the contracting process: the determination
and presentation of pricing data. The course
emphasizes cost and price issues as they
relate to the decision making process of each
party in a contract situation. Contractor
selection and pricing strategies are emphasized. This course assumes that the student
has had a basic or intermediate level pricing
course.
PC 503 - (3)
Project Management
Prerequisite: PC 401 or equivalent.
Provides students with the necessary knowledge to manage large scale and complex projects. Includes structuring teams, identifying
needs, specifying projects, achieving results,
and communications.
PC 504 - (3)
Advanced Contract Formation and
Administration
Prerequisite: PC 501.
This course covers the major topics in contract administration and the laws regarding
the formation of government contracts. Also
included are subcontract administration and
acquisition strategies.
PC 505 - (3)
Seminar for Acquisition Personnel
Prerequisite: Completion of all required
School of Continuing and Professional Studies • 361
PC 506 - (3)
Federal Acquisition Case Studies
Prerequisite: PC 402 or PC 501.
Provides students with a basic understanding
of the laws that affect government contracting, various federal court case studies
addressing acquisition issues including ethical considerations, and an understanding of
the changes brought forth by recent acquisition statutes and regulations.
PC 512 - (3)
Electronic Commerce in Federal
Acquisition
Prerequisite: PC 501.
Builds a foundation for the challenges facing
the contracting professional during conversion to electronic commerce in the federal
procurement system. Includes definitions;
the engineering aspects of converting from a
paper-driven system; productivity and reengineering; authorizing statutes and regulations; surveys of currently available systems;
FAR coverage; computer security; and the
knowledge, skills, and abilities necessary for
the future.
PC 507 - (3)
Services Contracting
Prerequisite: PC 501 or permission of
instructor.
Provides detailed explanations of the laws,
regulations, and procedures during all stages
of government services contracting including
planning, solicitation, proposal development,
evaluation, and contract administration. The
course is designed for both experienced and
novice contract administrators. The latest
policies and regulations relating to services
are presented.
Other Programs and Courses
courses or permission of instructor.
This course includes current research and
advances and provides an opportunity to
develop skill in critical evaluation of theories
and their application in solving problems.
PC 508- (3)
FAR Standards for Actions and
Decisions
Prerequisite: PC 501 or permission of
instructor.
Provides students with a detailed explanation, review, and analysis of many FAR standards and tests applied in successful contracting decisions. The standards apply to
both government buying and industry selling
business decisions.
PC 510 - (3)
FAR 15: Contracting by Negotiations
Prerequisite: PC 401 or equivalent.
The purpose of this course is to provide students with a detailed explanation of contracting by the negotiation method as provided in
the current Federal Acquisition Regulation
(FAR) Part 15. It provides for an intensive
review of policy and procedures in contracting by negotiation.
PC 511 - (3)
Construction Contracting
Prerequisite: PC 402 or PC 501.
Covers the fundamentals of contracts for construction, architect-engineering services, and
two-phase design-build projects. Topics
relate to the formation and administration of
construction-related contracts and include:
the Brooks Architect-Engineering Act; surety
and insurance issues; environmental and
safety issues; labor laws; evaluation of construction contractor performance; differing
site conditions; performance delays and
acceleration; and claims, disputes, remedies,
and liquidated damages.
PC 513 - (3)
Advanced Services Contracting
Prerequisite: PC 507.
Provides the opportunity for intensive review
and workshop experience in the current predominant policies and procedures of services
contracting. Laws, regulations, policies, and
procedures that are currently superior in
influence and that are drawn from all stages
of the services contracting acquisition cycle
will be covered.
Credit Courses
The School of Continuing and Professional
Studies offers a broad range of credit courses
to help adult learners meet their educational
objectives. These courses, some listed elsewhere in this Record under the appropriate
schools and others developed by the School
of Continuing and Professional Studies,
carry the same credit as similar courses
taught on-Grounds. The school’s regional
centers distribute class schedules before the
beginning of the fall, spring, and summer
sessions that list the courses being taught in
their areas, the class locations, and times.
Most credit courses meet in the evening or
on weekends. Course offerings are primarily
at the graduate level. Within the limits prescribed by the residential faculty of the University and stated in the policies of each academic school and the School of Continuing
and Professional Studies, qualified persons
may apply credit courses taken at regional
centers toward degree requirements.
Many students transfer course credits
earned through the School of Continuing
and Professional Studies to programs at
other colleges and universities. Students also
use credit courses for renewal of teaching
licenses and other professional certificates.
Students should consult their school superintendent and the Virginia Department of
Education or other certifying bodies for
licensure requirements.
Noncredit Programs
Noncredit programs are designed for individuals who want substantive intellectual activities but who do not need additional credit or
degree study. Such programs often explore
complex issues in formats that best suit each
offering’s distinctive educational agenda.
The flexibility of noncredit programming also
permits faculty from different disciplines to
share their insights on subjects in a way that
would not be possible in a traditional class
format.
Noncredit programming fosters collaboration between University of Virginia faculty
and renowned scholars from other institutions; political, cultural, and business leaders;
and noted artists and authors. Program
developers work closely with other University
faculty and frequently with representatives of
the client audience in designing these programs to ensure that the University extends
its teaching and research resources productively to the citizens of the Commonwealth
and the nation.
Organizational representatives and individuals are encouraged to discuss their education and training needs with program
developers from the School of Continuing and
Professional Studies, who can respond rapidly and effectively to such needs. For further
information, telephone any of the School of
Continuing and Professional Studies centers
or program offices, or view offerings online at
uvace.virginia.edu.
Community Scholar Program
The Community Scholar Program is a nondegree program offered by the University of Virginia's School of Continuing and Professional
Studies. Through this program, adults can
enroll in the regular, on-Grounds credit
courses of the University. Community Scholars may enroll for an unlimited number of
semesters, but may take no more than two
courses per semester, along with any dependent laboratory or discussion sessions, for a
maximum of eight credit hours. Participants
have the opportunity to study with renowned
faculty of the University of Virginia, enjoy the
same intellectual challenges as students
enrolled in degree programs, and earn college
credit for their work.
Community Scholars bring a broad range
of experiences and backgrounds to this program and their reasons for participating are
similarly varied. Enrolling in undergraduate
courses through the Community Scholar Program allows participants to meet these varied
needs whether or not a college degree has
been previously earned. Interested participants who hold a college degree may enroll in
either undergraduate or graduate level
courses.
This program serves many purposes for
the adult learner. Community Scholars pursue both professional and personal objectives.
Some are advancing their careers by studying
recent developments in their fields. Others
are working to satisfy prerequisites for
advanced study in medicine, engineering, or
education, or exploring a graduate department's course offerings prior to applying to
its formal degree program.
The Community Scholar Program does not
grant degrees. A part-time bachelor's degree
program, the Bachelor of Interdisciplinary
Studies (BIS), is offered by the University of
Virginia School of Continuing and Professional Studies. Those who wish to earn a
362 • Graduate Record 2003- 2004
degree full-time at the University of Virginia
in Charlottesville must apply to the Undergraduate Office of Admissions or the appropriate graduate school of the University.
Community Scholars may choose courses
from departments and schools throughout
the University with the exception of the
Schools of Education, Law, and Medicine.
Faculty members reserve the right not to
admit a Community Scholar to a class based
on class size or lack of prerequisite education.
While this is an unusual occurrence, special
circumstance may lead to such a decision.
Community Scholars must obtain permission of the instructor to enroll in each class.
Instructors may be reached by referring to
the University Registrar's Web site at:
http://codd.itc.virginia.edu/ cod/index.cgi.
Permission forms can be obtained online at
www.uvacommunityscholar. info or by visiting the Charlottesville Center. For students
interested in enrolling in graduate level
courses, proof of an undergraduate degree
will be required at the time of registration.
Participants that wish to enroll in the McIntire School of Commerce, 300-level and
above Engineering courses, 700-level and
above English courses, or Nursing courses
with course mnemonics beginning with
NUIP, will need to provide actual transcripts
of all previously completed college credits to
the Charlottesville Center several weeks prior
to the start date of classes. This information
will be forwarded to the appropriate department to assure that the needed prerequisites
have been completed for your desired
course(s).
Contact the Community Scholar office at
(434) 982-4789 or e-mail us at [email protected] for additional information. A comprehensive Web site for the
Community Scholar Program can be found at
www.uvacommunityscholar.info.
School of Continuing and Professional Studies • 363
Faculty
Administration
Sondra Faye Stallard, B.A., M.A., Ph.D., Dean
Cynthia C. Reed, B.S., M.B.A.,
Associate Dean for Administration
Lynda Phillips-Madson, B.A., M.F.A., Ph.D.,
Associate Dean for Academic Affairs
Stephen D. Gladis, B.A., M.A., Ph.D., Associate Dean
William Mowry, B.A., M.A., Assistant Dean of
Finance
Nancy Iverson, A.B., M.Ed., Ph.D., Assistant
Dean, K-12 Education
Stephen J. Pryplesh, B.S., M.P.A., M.S.,
Assistant Dean and Director of Academic
Programs, UVA/FBI Cooperative Program
Center Directors
[Vacant], University of Virginia Programs at
the Southwest Virginia
Higher Education Center
Stephen D. Gladis, B.A., M.A., Ph.D.,
Northern Virginia Center
Richard E. Hoehlein, B.A., M.A., Ed.S., Ed.D.,
Hampton Roads Center
Nancy Iverson, A.B., M.Ed., Ph.D., Assistant
Dean, K-12 Education
Donna Klepper, B.A., M.Ed., Ed.D.,
Charlottesville Center
Linda Linnartz, M.S., Roanoke Center
Cindy Orshek, M.S., Executive Development
John Payne, B.S., M.A., Educational
Technologies
Gregory J. Pels, B.S., M.S., Richmond Center
Donna Plasket, B.M.E., M.M., M.Ed, Ed.D.,
Bachelor of Interdisciplinary Studies
Degree Program
Stephen J. Pryplesh, B.S., M.P.A., M.S.,
M.Ed., Director of Academic Programs,
UVA/FBI Cooperative Program
Faculty
University faculty members and adjunct faculty members teach courses in the School of
Continuing and Professional Studies.
Adjunct faculty are selected with careful
attention to academic credentials and distinction in their discipline or field of practice.
These individuals regularly include faculty
members from the University of Virginia's
peer institutions; University alumni; national
and international political, corporate, educational, and civic leaders; renown authors and
artists; and significant distinguished scholars.
Bachelor of Interdisciplinary
Studies Degree Program
Advisory Committee
J. Milton Adams, B.S., Ph.D.
Sandra B. Cohen, B.Ed., M.A., Ph.D.
Sondra Faye Stallard, B.A., M.A., Ph.D.
William J. Kehoe, A.B., M.B.A., M.A., D.B.A.
Ann Lane, B.A., M.A., Ph.D.
Lynda Phillips-Madson, B.A., M.F.A., Ph.D.
Clifford W. Haury, B.A., M.A., Ph.D.
Donna Plasket, B.M.E., M.M., M.Ed., Ed.D.
Gordon Stewart, B.A., M.A., Ph.D.
Stephen T. Thornton, B.S., Ph.D.
Center for K-12 Education
Law
Certificate Program in Criminal
Justice Education
Faculty Coordinators
Anne Coughlin, Research Professor, School of
Law
Thomas Colbridge, Chief, Legal Unit, FBI
Academy
Nancy Iverson, M.A., Ph.D.
Pam Roland, B.A., M.Ed., Ed.D.
Academic Support
Stephen J. Pryplesh, B.S., M.P.A., M.S.,
M.Ed., Assistant Dean and Director of
Academic Programs, UVA/FBI Cooperative Program
Behavioral Science
Faculty Coordinators
Janet Warren, Associate Professor of Clinical
Psychiatric Medicine, Institute of Law,
Psychiatry, and Public Policy
Stephen R. Band, Chief, Behavioral Science
Unit, FBI Academy
Adjunct Faculty
Stephen R. Band, B.A., M.A., Ph.D.
Edward Davis, B.S., M.S.
Samuel Feemster, B.A., J.D.
Joseph A. Harpold, B.A., M.S.
John Jarvis, B.S., B.A., M.A., Ph.D.
Carl Jensen, B.S., M.A.
Harry A. Kern, B.A., M.Ed.
John C. Lanata, B.A., M.Ed.
Anthony Pinizzotto, B.A., M.A., M.S., Ph.D.
Terri Royster, B.S., M.A.
Sharon Smith, B.S., M.Ed.
Arthur E. Westveer, B.S., M.L.A.
Forensic Science
Faculty Coordinators
Jane Homeyer, Section Chief, Forensic Science Support Section, Laboratory Division
[vacant], Unit Chief, Laboratory Division
Training Unit, FBI Academy
Adjunct Faculty
Joseph Errera, B.S.
Robert Heckman, A.A., B.S., M.F.S.
Alice Isenberg, B.A., M.S., Ph.D.
John Mertens, B.S., M.S.
Law Enforcement Communication
Faculty Coordinators
John A. Sanderson, Associate Professor of
Educational Psychology, Curry School of
Education
William T. Guyton, Chief, Law Enforcement
Communication Unit, FBI Academy
Adjunct Faculty
Susan H. Adams, B.S., M.A.
Owen Einspahr, B.S., M.P.A.
Gene Klopf, B.S., M.A.
Julie Linkins, B.A., M.A., M.S.
Penelope Parrish, A.A.S., B.A., M.Ed.
Vincent Sandoval, B.S., M.C.J.
Donald Sheehan, B.A., M.A.
Andre Simons, B.A., M.A.
Dennis Staszak, B.S., M.A., M.S.
James L. Vance, B.A., M.S., M.S.
Adjunct Faculty
Michael E. Brooks, B.S., J.D.
Michael J. Bulzoni, A.A., B.S., J.D.
Kimberly A. Crawford, B.A., J.D.
Thomas Colbridge, B.A., J.D.
Jane Garrison, B.A., M.L.S.
Thomas D. Petrowski, B.S., J.D.
Richard G. Schott, B.A., J.D.
Leadership and Development
Faculty Coordinators
William J. Kehoe, O’Dell Professor of
Commerce, McIntire School of Commerce
Michael Ferrence, Jr., Chief, Leadership
Development Unit, FBI Academy
Adjunct Faculty
Paula Barroes, B.S., M.S.
John Bingham, B.A., M.Ed.
Stanley Burke, B.S., M.A.
John Cantalupo, B.S., M.P.A.
David Corderman, B.A., M.P.A., M.S.
Kevin Cornelius, A.A., B.S., M.S., M.Ed.
Michael Ferrence, A.A., B.S., M.P.A., M.S.
Vernon L. Harry, B.S., M.B.A., C.P.A.
Patrick Kiernan, B.G.S., J.D.
Jane Koshutko, B.A., M.Ed.
Terence Mangan, B.A., M.A., M.Div.
Stephen Moore, B.A., M.P.A.
Larry Nicholson, B.S., M.S., Ph.D.
Timothy Turner, B.S., M.Ed.